Showing papers in "The Modern Language Journal in 1993"

Focus on the language classroom : an introduction to classroom research for language teachers

Abstract: Considerable research has gone on in recent years into exactly what happens in the language classroom - what and how learners learn, what teachers actually do, and what kind of events take place. Sometimes the findings show that what happens is not what is expected when lessons are being prepared and taught. Allwright and Bailey set out to define the aims, principles, and objectives of classroom research, to describe the findings and relate these to teaching practice. All teachers will find much that they can relate to their classrooms. It contains points to discuss, suggestions for further reading, and mini-projects, all of which can either be carried out by the individual reader or by teachers working in groups.

Literature and language teaching: a guide for teachers and trainers

Abstract: Literature and Language Teaching is for teachers and trainers who want to incorporate literature into the language classroom. It is suitable for teacher trainers, teacher development groups or teachers working on their own. This book contains tasks and activities which encourage reflection on some of the issues and debates involved in using literature in the language classroom and explore different approaches to using literature with teenage and adult learners at all levels. It suggests criteria for selecting and evaluating materials for classroom use and identifies some of the distinctive features of novels, short stories, poems and plays so that these can be successfully exploited in the classroom. A wide range of practical ideas and activities for developing materials is provided. Tasks also encourage the observation and assessment of lessons using literacy texts, and draw on English language material by a variety of authors from all over the world.

Illiberal Education: The Politics of Race and Sex on Campus

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The Bilingual lexicon

Abstract: 1. Preface 2. The Bilingual Lexicon: An Overview (by Schreuder, Robert) 3. Visual Word Recognition in Bilinguals (by Grainger, Jonathan) 4. Word-Type Effects in Bilingual Processing Tasks: Support for a mixed-Representational System (by Groot, Annette M.B. de) 5. Accessing Conceptual Representations for Words in a Second Language (by Kroll, Judith F.) 6. Translating versus Picture Naming: Similarities and Differences (by Snodgrass, Joan Gay) 7. Vocabulary Size, Growth, and Use (by Nation, I.S.P.) 8. Attrition of Vocabulary Knowledge (by Weltens, Bert) 9. A Theoretical Account of Lexical Communication Strategies (by Poulisse, Nanda) 10. Word Production and the Bilingual Lexicon (by Bot, Kees de) 11. The Bilingual Lexicon: Exercise, Meaning and Morphology (by Kirsner, Kim) 12. Towards a Model of L2 Comprehension and Production (by Green, David W.) 13. The Bilingual Lexicon and the Teaching of Vocabulary (by Meara, Paul) 14. List of Contributors 15. Index

When Do Foreign‐Language Readers Look Up the Meaning of Unfamiliar Words? The Influence of Task and Learner Variables

Abstract: to help us gain an overview and an understanding of the pertinent issues in the field (3; 4; 13; 17; 25; 26). When we look at these reviews from the perspective of the methodologies used in relation to the questions asked, what strikes us is the focus on the product of reading and the lack of attention to the process of reading. Most studies use methods by which the product of reading is elicited: readers are asked to answer comprehension questions, to fill in omitted words (cloze procedure), or to reproduce the text contents (recall). Some years ago, Gupta and McLaughlin argued that the static orientation towards reading in these studies needs to be complemented with a more dynamic orientation. Some studies have attempted to do so by investigating the reading process. First of all, some off-line measures have been used, such as the administration of questionnaires eliciting self-reported strategy use (2; 22). Furthermore, we are witnessing an increasing interest in the use of on-line measures, such as the observation of eye movements (5; 21), the measurement of word reading times and sentence reading times (24), the recording of reading aloud behavior (11; 18), and the recording of thinking aloud during reading (1; 7; 8). As has been pointed out by Segalowitz et al., processing research is pertinent first of all to fundamental theoretical issues in the study of FL reading processes. However, processing research is potentially important for FL instruction as well. In particular, it may give us a deeper understanding of which strategies FL readers use in order to reach their reading goal. The present study contributes to FL reading research both on the level of methodology and on the level of understanding reading strategies. The methodological purpose of our study was o explore the possibilities of using computers for the unobtrusive observation of one aspect of FL reading behavior, namely looking up the meaning of unfamiliar words encountered while reading a FL text. (For a similar computer aided exploration of FL writing behavior, see 6.) The text which the subjects in this study read was available not only on paper but also on the screen of a personal computer. If readers wanted to know the meaning of a difficult word in the text, they moved the cursor to the desired word and pressed the Enter key. A window opened showing the word's translation in the subjects' first language. Pressing the Enter key again made the window disappear. The computer registered subjects' look-up actions by composing log files. Subjects were not told in advance that the computer registered their actions. Nor could they be aware of this since it was done invisibly and inaudibly for them. Some years ago, Pugh and Ulijn called for the use of realistic tasks in FL reading research, rejecting the use of highly artificial procedures The Modern Language Journal, 77, ii (1993) 0026-7902/93/139-47 $1.50/0 ? 1993 The Modern Language Journal

A Factor Analytic Study of Language-Learning Strategy Use: Interpretations from Information-Processing Theory and Social Psychology.

Abstract: The present study investigated the key types of foreign language learning strategies used by university students and adds statistical support to information-processing and socialinteraction models of learning. By approaching the learning process from cognitive, social and affective perspectives (among others), researchers are able to analyze learning in naturalistic and classroom environments. Cognitively, learners are viewed as contributors to the process of understanding new information via prior knowledge, schemata, or scripts. The social side of learning is also recognized as a learning catalyst in and out of the classroom (44; 41). Authentic communication is advocated as an avenue, not simply an outcome of language instruction. The affective side of learning is frequently addressed in studies on anxiety (19; 34) and in strategy manuals addressed to students (4; 38). Communication strategies are formally studied in linguistic analyses of speech act categories (42). All these approaches recognize the centrality of learners' contribution to language learning as a cognitive, social, and affective process. Learning strategy research expands the strategic competence component of Canale and Swain's communicative competence model by demonstrating that strategic competence goes beyond mere compensation strategies. Strategic competence fosters competence in grammatical, discourse, sociolinguistic, and psycholinguistic areas. Thus strategy research permeates all areas of learning, recognizing that learning is multidimensional. The present study confirms this multidimensionality through the statistical approach of factor analysis. In academic settings, learning strategies are technically defined as steps taken by learners to facilitate acquisition, storage, retrieval, and use of information (36). Teachers of a foreign or second language must understand the types of language learning strategies learners employ both inside and outside the classroom; information-processing theory can be a significant help in this regard. Students' beliefs about their own language learning are also crucial because these beliefs directly affect students' motivation to learn a new language and their subsequent use of language learning strategies (25; 32). The literature on the social psychology of language learning is our best resource for information on beliefs and motivation in the development The Modern Language Journal, 77, i (1993) 0026-7902/93/11-22 $1.50/0 ? 1993 The Modern Language Journal

Input Processing and Second Language Acquisition: A Role for Instruction

Abstract: role of input in second language acquisition (SLA) to address questions surrounding acquisition orders and transitional stages of competence (e.g., 14), some researchers began to question the role of explicit instruction in grammar (e.g., 20; 21; but see also 27 for earlier discussion).' For these researchers, explicit instruction in grammar (i.e., deliberate attempts to focus learners' attention on the structure and

The effect of error correction on L2 grammar knowledge and oral proficiency

Abstract: ONE OF THE QUESTIONS THAT SECOND language teachers most often address to second language researchers is what to do about error correction: How and when should they correct whom, if at all? Error correction is not only of practical importance, but is also a controversial issue in the second language acquisition literature, where it is often subsumed under the more general term "negative evidence." In spite of the importance of the question, we have hardly any evidence for or against error correction during oral communicative activities in the second language classroom, as will become clear from the literature review. The empirical study that follows, conducted with learners of French in

Intelligent Computer Feedback for Second Language Instruction

Abstract: IN THE PAST FEW DECADES, COMPUTER-ASSISTED LANGUAGE Instruction (CALI), or Computer-Assisted Language Learning (CALL), has been of interest because of its potential for providing individualized instruction. Interactivity between the computer and the learner is one of the important elements in CALI. Compared to a traditional textbook or workbook, a CALI program can provide immediate feedback on the correctness of the learner's response. One obstacle, however, has been the relatively primitive state of the existing CALI systems, many of which possess only limited capabilities for analyzing learners' responses, diagnosing their errors, and providing feedback. Garrett (p. 174) addresses the problem with existing CALI programs as follows: \"Most students learn no more from grammar on the computer than they do from grammar in the workbooks, because much of the commercially available offerings are of the 'wrong, try again' model, which only indicates whether student-produced bits of language match the target language model stored in computer memory (sometimes also showing the correct answer) without indicating how or why the student input does not match.\" If the potential of computer-assisted language instruction as individualized supervised learning is to be realized, we must develop programs that support detailed error analysis and feedback targeted to specific deficiencies in the student’s performance.

Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning

Abstract: motivation (35; 36) and high levels of anxiety (44; 53), and, more recently, learning style differences and inefficient language learning strategies (74; 75). In an article published in the 1991 Modern Language Journal (97), we proposed an alternative to affective explanations for FL learning problems. The alternative, the FL Linguistic Coding Deficit Hypothesis (LCDH), posits native language difficulties as a possible cause of FL difficulties. The connection between L1 and L2 learning, though inferred in the foreign language research literature of the 1950s and 1960s (e.g., Carroll, 13-19; Pimsleur, 78; 80-82), has not been emphasized in recent years, nor have difficulties with L1 explicitly been stated as a cause of L2 learning problems.2 The LCDH derives from native language research on reading disabilities by Vellutino and Scanlon, who examined the role of the linguistic "codes"--phonology, syntax, and semantics-among good and poor readers. Vellutino and Scanlon found that poor readers had difficulties with both phonology and syntax, although phonological coding was particularly weak.3 Considerable empirical evidence has been generated supporting the importance of phonological coding for efficient reading (7; 8; 60; 77; 105; 117), and poor readers have been found to lack "phonological awareness," or the ability to segment phonemes within words (often referred to as "phoneme segmentation"). In our own research on high school and college FL learners, we have found support for the LCDH, and that difficulty using a phonological code, in particular, seems to be the most common problem among unsuccessful FL learners who are otherwise successful in school.

The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Cooling Deficit Hypothesis

Abstract: FOREIGN LANGUAGE (FL) EDUCATORS have been puzzled by the problems many of their students have mastering a FL in the classroom.' A number of hypotheses have been generated to account for these at-risk students, including explanations involving lack of motivation (18; 19), high levels of anxiety (27; 28), inefficient language learning strategies (40), and learning style differences (41). Recently, a new competing theory has been introduced into the FL literature, revived and extended from theories and research on at-risk FL learners in

Teacher and Student Role Expectations: Cross‐Cultural Differences and Implications

Abstract: lationships between second language learning or acquisition and various classes of learner variables: affective, cognitive, personality, and socio-cultural.' However, only a few studies (2; 7; 14; 38; 45; 48; 49; 61) have assessed the role expectations of teachers or students from various countries. As a result of teaching English as a second language (ESL) and training teachers overseas and in the USA, I suspected that role expectations varied across cultures and were related to second-language learning. To address these issues, I conducted a twophase study at a large post-secondary intensive ESL program.2 I chose this site because intensive ESL students have little experience with the host culture and are pressured to begin degree programs. Both factors can shift differences in role expectations to the foreground and heighten their importance. This first phase examined the role expectations held by ESL students from seven countries and ESL teachers from the USA. Its

How do L1 and L2 reading differ? Evidence from Think Aloud protocols

Abstract: "DISCIPLINES," AS HOBBS HAS WRITten, "are defined by what they consider given and what they take to be problematic" (p. 21). A crucial issue for investigators in the field of second/foreign language reading is whether the reading process is fundamentally different in the native language (Li) as opposed to the nonnative language (L2). In the research reported here, we used data collected from Think Aloud protocols to determine how two groups of adult subjects, who were proficient native language readers, approached reading in their L1 and in their L2. First, we briefly review some of the discussion about differences between Li and L2 reading. Second, we present the method, analytic techniques, and results of our study. Third, we suggest additional research questions raised by our findings. Finally, based upon results of this study of native readers of English and French, we propose that L2 reading researchers adopt a broader context within which to evalute the performance of subjects from cultures with diverging literacy practices.'

A Comparison of Assessment Tasks Used to Measure FL Reading Comprehension

Abstract: prehension as a "constructive" and "active process" that entails "relating new and incoming information to information already stored in memory" (10: p. 191).' According to Bernhardt's constructivist model (12), this "active process" of relating new information to old is an interplay between text-based components, such as word and syntactic feature recognition, and extratextor reader-based components, such as prior knowledge and the perception of explicit and implicit intratextual relationships. These components interact differently according to text topic, rhetorical organization, readers' background knowledge, and linguistic proficiency. As a result of these numerous reader and text variables, there cannot be "one

Testing for Learning. How New Approaches To Evaluation Can Improve American Schools.

Abstract: Arguing that traditional, test-based evaluation has a negative effect on many students, this book describes new methods of assessing student performance.

Translating Literature: Practice and Theory in a Comparative Literature Context

Abstract: Translating Literature Practice And Theory In A Comparative Literature Context *FREE* translating literature practice and theory in a comparative literature context Translation is the communication of the meaning of a source-language text by means of an equivalent targetlanguage text. The English language draws a terminological distinction (not all languages do) between translating (a written text) and interpreting (oral or sign-language communication between users of different languages); under this distinction, translation can begin only after the ...Translation Wikipedia Translation is the communication of the meaning of a source language text by means of an equivalent target language text The English language draws a terminological distinction not all languages do between translating a written text and interpreting oral or sign language communication between users of different languages under this distinction translation can begin only after the Implementing Evidence Based Nursing Practice An Overview 78 Chapter 5 • Implementing Evidence Based Nursing Practice In the sample study most evidence was rated C or D A critical analysis of the evidence is part of the fourth step The fifth step is determining if there John Benjamins Publishing About us John Benjamins Publishing Company is an independent family owned academic publisher headquartered in Amsterdam The Netherlands More Društvo hrvatskih književnih prevodilaca Društvo hrvatskih književnih prevodilaca prestižna je umjetni?ka udruga plodne šezdesetogodišnje tradicije Radimo na promicanju interesa i prava književnih prevodilaca te na podizanju razine našeg prevodilaštva i kulture Prire?ujemo tematske skupove organiziramo stru?ne radionice i javne tribine te sudjelujemo u kulturnim projektima vezanim uz književnost i kulturu FAU Catalog Dorothy F Schmidt College of Arts and Letters Dorothy F Schmidt College of Arts and Letters This section of the Preliminary 2019 2020 University Catalog includes revisions received after the 2018 2019 catalog s publish date of June 14 2018 Promoting novelty rigor and style in energy social A series of weaknesses in creativity research design and quality of writing continue to handicap energy social science Many studies ask uninteresting research questions make only marginal contributions and lack innovative methods or application to theory Lean in healthcare A comprehensive review ScienceDirect We aim to provide a comprehensive review of Lean in healthcare • Lean is an improvement approach increasingly applied in healthcare • Notwithstanding the growing body of knowledge some issues remain underexplored British Literature – Easy Peasy All in One High School Recommended 10th 11th 12th Prerequisite This follows Literature and Composition in the progression but it can be taken without having completed the other Test Prep CLEP English Literature SAT Course Description Students will receive an overview of British literature from early Anglo Saxon to Modern Literary study will be infused with historical applications for a better The Role of Behavioral Science Theory in Development and As shown in Table 1 the most often used theories in the areas reviewed are SCT the TTM stages of change the HBM the TPB and the PRECEDE PROCEED planning model These findings are similar to those in general reviews of the literature above and show that a small number of theories are being used to develop and test interventions Positioning The Discursive Production of Selves DAVIES the 2017 CHI Conference CHI 17 Denver Colorado USA Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems CHI 17 Human Factors in Computing

The Effects of Structure Strategy Training on the Recall of Expository Prose for University Students Reading French as a Second Language.

Abstract: the way both first and second language readers are affected by the organizational patterns in discourse (2; 6; 7; 15; 34), little basic knowledge is available as to what they know about these patterns or when they become aware of them (1; 16: p. 535). Some studies in English focus on age-related developmental trends (17; 22; 27; 34) while others are clearly training studies involving particular organizational patterns (2; 27; 28; 39). The second language studies have focused mainly on English (5; 6; 7; 8), but a few foreign language studies in Spanish (15) and French (11) have appeared recently. Our knowledge of how readers, especially second language readers, use these patterns is limited.

Transferred L1 Strategies and L2 Syntactic Structure in L2 Sentence Comprehension

Abstract: IN ITS RELATIVELY BRIEF HISTORY, second language acquisition (SLA) research has based its theoretical ground on principles derived from child language acquisition studies-which themselves are interdisciplinary, and heavily influenced by paradigms derived from linguistics and psychology.' Two predictable outcomes have thus occurred. First, the SLA research focus shifted whenever a promising new construct emerged in L1 theory. Assumptions regarding the role of the learner's L1 in L2 acquisition, for example, have changed dramatically in the last thirty years. Second, L2 acquisition processes were treated unidimensionally, as if they involved a single linguistic system. As a consequence, learners' L1 and L2 were conceptualized and analyzed separately without regard for the critical interactions which transpire between the two. Many researchers, in fact, have investigated the influence of L1 on L2 acquisition (e.g., 9; 10; 14; 15; 16; 18; 21; 37), while others have examined the effects of L2 structure on acquisition mechanisms (e.g., 11; 12; 13; 34). Relatively little attention, however, has been given to the ways in which learners' L1 knowledge and L1-based processing strategies are coalesced with the specific linguistic features and requirements of the target language. In an effort to minimize this gap, the present study explored the interplay between learners' L1 and L2 linguistic knowledge during L2 sentence processing. Cross-Linguistic Variance in Language Processing. During the last decade, interest has grown among linguists, psychologists, anthropologists, and educators in cross-linguistic variations in language processing. Child language studies, for example, demonstrate that children cannot make accurate responses to sentence forms which violate the perceived prototypical sentence patterns of their particular language (e.g., 3; 6; 20; 30; 38; 39). This finding would

The Assessment of an L2 Listening Comprehension Construct: A Tentative Model for Test Specification and Development

Abstract: of comprehension (12), nor general consensus on the best techniques for assessing that construct (8; 16; 17). However, when attempting to develop either traditional and/or more innovative types of tests (e.g., computer-adaptive tests) of L2 listening comprehension, the developers must first examine the nature of a listening comprehension construct and identify the critical aspects of listening comprehension assessment that need to be addressed. In this

Bilingualism, multiculturalism, and second language learning : the McGill conference in honour of Wallace E. Lambert

Abstract: Contents: Preface. A Few Words About Wallace E. Lambert. D.M. Taylor, The Social Psychology of Racial and Cultural Diversity: Issues of Assimilation and Multiculturalism. H. Giles, N. Coupland, Language Attitudes: Discursive, Contextual, and Gerontological Considerations. R.C. Gardner, Attitudes and Motivation in Second Language Learning. G.R. Tucker, Developing a Language-Competent American Society: The Role of Language Planning. J. Vaid, D.G. Hall, Neuropsychological Perspectives on Bilingualism: Right, Left, and Center. A. Paivio, Mental Representation in Bilinguals. J.F. Hamers, L`ontog n se de la bilingualit : Dimensions sociales et trans-culturelles. A.G. Reynolds, The Cognitive Consequences of Bilingualism. F. Genesee, Second Language Learning in School Settings: Lessons from Immersion. M. Swain, S. Lapkin, Additive Bilingualism and French Immersion Education: The Roles of Language Proficiency and Literacy. W.E. Lambert, "And Then Add Your Two Cents' Worth."

Academic Achievement through Japanese, Spanish, or French: The First Two Years of Partial Immersion

Abstract: a foreign or second language through academic content across the curriculum have generally received rave reviews from researchers, parents, and educators involved in implementing and evaluating these programs. As this school innovation has grown in the United States, it is being used as one of many possible models for school reform. The overall goal of immersion is to prepare students for life in an increasingly interdependent world that is ethnically and linguistically diverse. This article presents the evaluation results from the first two years of a new immersion program begun in the Fall of 1989 in Fairfax County Public Schools (FCPS), Fairfax, Virginia. Three issues make this study unusual. First, the large size of the program, with 1007 immersion students in eight schools as of October 1991, provides a large enough sample to report interesting results. Only five other US immersion programs are of comparable size or larger (2). Second, the use of an Asian language, Japanese, as one of the languages of instruction in three of the immersion schools is an innovation

Learning Styles and Composition

Abstract: methods (12; 13). In studies of first language writing classes, composition researchers Jensen and DiTiberio (7; 8) have used the Myers-Briggs Type Indicator (MBTI) with writers at various levels of proficiency, concluding that individual students' personality types influence their approach to writing tasks and responses to freshman English instruction. Often composition instruction for native speakers is based on a particular pedagogical theory, but the approach suggested may not always be appropriate for all students found within a particular writing class. Freewriting activities, such as those encouraged by Elbow, and the often-used process approach of multiple drafts and peer editing may not be successful for all students. Jensen and DiTiberio (7) suggest that different students engage in different writing processes, not one uniform writing process. For example, some may need to incubate ideas a long time before writing, whereas others may benefit greatly from freewriting activities. Some students may think a draft through thoroughly in their heads before writing, while others may engage in "discovery," finding what they wish to say through a lengthy drafting process. An important parallel stream of research in second language pedagogy is focused on language-learning strategies (e.g., 23; 24; 32). However, these researchers recognize that more fundamental processes underlie students' strategies and choices. Oxford notes, "New research indicates that language learning style (general approach to learning) is a very major influence on students' choices. of learning strategies" (24: p. 2). Oxford and Ehrman (3; 25) are exploring the connections between styles and strategies, using as their measurement of style the MYBTI. See Figure I for definitions of strategy, style, and learning style. The MBTI is a self-report inventory which has been used in a wide variety of settings for educational, career, and family counseling. The instrument is based on Jung's theory of psychological type and his views on perception and judgment, as expanded by the work of Isabel Briggs Myers (17; 18; 20). Perception involves "all the ways of becoming aware of things, people, happenings, or ideas," and judgment involves "all the ways of coming to conclusions about what has been perceived" (19: p. 1). From self-report, the MBTI attempts to identify an individual's basic preferences in terms of his or her habitual use of perception and judgment. Each of the four scales of the MBTI represents polar opposites, and the theory assumes that each pole is valuable and at times indispensable. Every person is presumed to use both poles of each of the four scales at some times, but to respond first or most often in a preferred style. See Figure II for descriptions of each of the four major bipolar scales of the MBTI. In a study of the relationships between personality preferences and foreign language learning, Moody identified specific learning preferences associated with dimensions of MBTI type, which are described in Figure III. Reference to some of these specific learning preferences will be made in interpreting our results.

Communicative Competence and Beliefs about Language among Graduate Teaching Assistants in French

Abstract: States rely on graduate Teaching Assistants (TAs) to provide elementary language instruction. As teachers just beginning their careers, and thus subject to much training and supervision, they are more likely to be exposed to modern approaches to language teaching than are more established teachers. Today the approaches most widely promoted are proficiency-oriented and communication-based, referred to here as "communicative."

BBC English dictionary

Abstract: This dictionary is the result of a major partnership between BBC English and Collins Cobuild, reflecting the spoken language as used on the BBC World Service. The dictionary includes over 60,000 references, 70,000 examples, explanations in full sentences using simple and natural English and 1000 encyclopaedic entries giving information on the countries, capital cities and political leaders in the news.